Convert 29 to tens and ones. \(29 \, = \, 2 \, \times \, 10 \, + \, 9\)

\(2 \, tens \, + \, 9 \, ones\)

\(29 \, tens \, + \, 9 \, ones\)

\(2 \, tens \, + \, 29 \, ones\)

\(9 \, tens \, + \, 2 \, ones\)

Convert 16 to tens and ones. \(16 \, = \, 1 \, \times \, 10 \, + \, 6\)

\(1 \, ten \, + \, 16 \, ones\)

\(16 \, tens \, + \, 6 \, ones\)

Convert 27 to tens and ones. \(27 \, = \, 2 \, \times \, 10 \, + \, 7\)

\(2 \, tens \, + \, 7 \, ones\)

\(2 \, tens \, + \, 27 \, ones\)

\(2 \, tens \, + \, 7 \, ones\)

\(27 \, tens \, + \, 7 \, ones\)

\(7 \, tens \, + \, 2 \, ones\)

Convert Numbers to Tens and Ones Up to 99 - Grade 3

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Math Games for Teachers

Grade 3 - Number

Standard 3.N.5 - Split the number into tens and ones to complete the equation.

Included Skills:

Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
• Record, in more than one way, the number represented by given proportional materials (e.g., base-ten materials) and non-proportional materials (e.g., money).
• Represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent; e.g., 351 can be represented as three 100s, five 10s and one 1; or two 100s, fifteen 10s and one 1; or three 100s, four 10s and eleven 1s.
• Explain and show, with counters, the meaning of each digit for a given 3-digit numeral with all digits the same; e.g., for the numeral 222, the first digit represents two hundreds (two hundred counters) the second digit represents two tens (twenty counters) and the third digit represents two ones (two counters).
• Explain, using concrete materials, the meaning of zero as a place holder in a given number.

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